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Alan Walker
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3D IN THE CLASSROOM SOME OF THE BENEFITS As new 3D display technologies become more sophisticated - while also becoming more affordable - and as new high-quality educational 3D products become

6 3D IN THE CLASSROOM SOME OF THE BENEFITS As new 3D display technologies become more sophisticated - while also becoming more affordable - and as new high-quality educational 3D products become increasingly available, 3D in the classroom is proving to be an exciting new tool in the educator s toolbox. Studies have shown that the educational benefits of presenting teaching materials in 3D are promising, generating a significant improvement in comprehension and retention over the more traditional non-3d style of presentation. But as 3D technology enters the classroom and elsewhere in our everyday experience concerns have occasionally been expressed about the possible adverse effects of watching 3D, from headaches and eyestrain, to dizziness and nausea. This public health report has been designed to address those concerns and correct some of the misapprehensions that have accompanied the emergence of this new technology. Prepared under the close supervision of the American Optometric Association, in collaboration with leading educators and 3D technologists, this report will: explain the phenomenon of normal 3D vision and describe how it develops, explain why some individuals experience difficulty perceiving the stereo effect, describe the simple steps that can be taken to optimize the 3D viewing experience in the classroom and minimize any adverse reactions, outline how a viewer s reaction to 3D displays may be a sensitive and valuable indicator of underlying vision heath issues issues that might otherwise have been missed, and that may be fully amenable to treatment by an optometrist. These 3D videos help me learn easier, because I m a visual learner. Seeing what is going on is much more helpful than just talking about it. Because it s in 3D it s literally in front of you. So your exciting and effective new teaching tool may also be an important public health tool. One that could suggest the importance of having a professional eye examination a step which could transform the lives of a number of your students who may be struggling to cope with less than optimal visual abilities without knowing it. Middle school student, Colorado 4 3D IN THE CLASSROOM

3D BENEFITS NO EVIDENCE OF HARM The American Optometric Association, along with other vision health professionals, has stated publicly and frequently that there is no evidence that viewing or

Indeed, the majority of children by the age of 5 will be able to readily appreciate and enjoy the 3D experience, whether in the classroom, the movie theater or the home.

7 3D BENEFITS NO EVIDENCE OF HARM The American Optometric Association, along with other vision health professionals, has stated publicly and frequently that there is no evidence that viewing or attempting to view 3D images will harm a child s eyes. Indeed, the majority of children by the age of 5 will be able to readily appreciate and enjoy the 3D experience, whether in the classroom, the movie theater or the home. However, it is known that a significant percentage of young children have some degree of impaired vision and may therefore experience an impaired or uncomfortable 3D experience. Such youngsters typically do not know that their vision is impaired, nor do they think that they see differently from anyone else. Importantly, these occasional impaired experiences have been described as a blessing in disguise by leaders of the optometric community, precisely because they can lead to further investigation and treatment. THE IMPLICATIONS ARE PROFOUND. In nearly all cases, after a comprehensive eye examination and appropriate treatment, normal levels of stereopsis (the ability to see in 3D) can be achieved. Importantly, compromised vision does not just exclusively prevent a person from enjoying the full effect of the 3D experience. In young students it can also hinder their educational progress in the classroom, leading to reduced attention, poor reading ability, and suboptimal academic and social achievement. And outside of the classroom, the ability to see in 3D has equally profound implications, ranging from participating in sports, to driving an automobile, to operating complex machinery, or to executing fine motor activities such as threading a needle. Indeed, evolutionary biologists believe that stereopsis evolved precisely in order for our early ancestors to be able to undertake delicate manual tasks, such as preparing food or fashioning tools. It helped to see a 3D view of things. It was easier for me to understand the structure of what we were seeing. Image courtesy of The Abbey School High school biology student, Colorado 3D IN THE CLASSROOM 5

300 BC Euclid observes that each eye sees

1826 Niecephore Niepce takes the first still

1519 Leonardo da Vinci suggests that it is

quality of depth to the perception of objects.

image disparities and parallax are the source

Later (1838) he coins the word Stereoscope to

8 300 BC Euclid observes that each eye sees objects differently and is intrigued Niecephore Niepce takes the first still photograph - a farmyard view from his bedroom window. (Exposure time 8 hours.) 1851 Queen Victoria is enchanted by the new technology and stereography becomes fashionable Leonardo da Vinci suggests that it is binocular (two-eyed) vision that adds a quality of depth to the perception of objects Sir Charles Wheatstone concludes that image disparities and parallax are the source of depth perception - or stereopsis. Later (1838) he coins the word Stereoscope to describe his 3D viewing instrument Thomas Edison invents the Kinetoscope, a movie display device housed in a cabinet for individual viewers.

9 1953 Warner Bros releases House of Wax, starring Vincent Price. It was the highest grossing 3D movie ever (at the time). Directed by Andre de Toth who had only one eye! 2010 DLP 3D technology is introduced into classrooms.

Third, you need to develop the ability to coordinate the movement of your eyes.

11 First, you need two wellfunctioning eyes, with clear vision in each. Second, you need to have mastered the task of focusing on objects near and far. Third, you need to develop the ability to coordinate the movement of your eyes. Fourth, you need to be able to fuse the different images coming from each eye into one 3D perception.

16 1. ANAGLYPH 2. PASSIVE POLARIZED 3. ACTIVE SHUTTER 4. GLASSES-FREE 3D

17 FUN FACTS

18 FUN FACTS

MANAGING THE ROOM ENVIRONMENT As with any classroom TV or projection system, 3D works best when the ambient light levels are subdued, but not totally dark.

Students may be seated either in front of, or behind, this optimum distance, according to their comfort with the 3D effect.

20 MANAGING THE ROOM ENVIRONMENT As with any classroom TV or projection system, 3D works best when the ambient light levels are subdued, but not totally dark. To get the best and most comfortable 3D effect, psychophysical studies have shown that the ideal viewing distance for a 3D presentation is approximately three times the screen height. Students may be seated either in front of, or behind, this optimum distance, according to their comfort with the 3D effect. Similarly, in wide classrooms, being seated too far to one side or other of the screen can distort the 3D effect. Counsel the students to avoid side-to-side motion, turning, or tilting their heads. This can distort and disrupt the 3D effect. MANAGING THE 3D GLASSES If the students wear prescription glasses, they should place the 3D glasses over them. Currently, glasses from one 3D display system will not usually work with another system. Active glasses and passive glasses cannot generally be interchanged, although some manufacturers are addressing this possibility. Active shutter glasses should be fully charged. Low battery power can interfere with the shuttering action, or create double images. If the teacher s 3D glasses flicker when glancing back and forth from students to screen, replace them right away. Glasses should only flicker for a few moments, when they are first turned on. Disinfect the 3D glasses thoroughly after each use. Antibacterial wipes and UV cabinets have all been shown to be effective. Recommended cleaning methods may vary by manufacturer. It is advisable to check with each individual manufacturer for their suggested cleaning methods.

MANAGING THE 3D CONTENT AND THE CLASS Always preview the 3D materials. Clearly, this requires the teacher to have appropriate vision and eye health to achieve and maintain 3D.

21 MANAGING THE 3D CONTENT AND THE CLASS Always preview the 3D materials. Clearly, this requires the teacher to have appropriate vision and eye health to achieve and maintain 3D. Identify general student health issues and sensitivities in advance, from known medical disorders and medications being taken, to tendencies to suffer from dizziness or motion sickness. Ensure that the students keep the glasses off until the 3D content is ready to view. Regularly check with students to ensure they are comfortable. Students who are experiencing discomfort may find it better to move farther from the screen or the display. Keep the transitions within and between the 3D images slow and smooth. Be judicious about switching from objects in the room space to objects in the screen space too abruptly. Rapid movements in 3D space can be discomforting. Fade to black or a neutral screen during breaks or lengthy discussions. Use 3D in shorter segments, rather than for an entire class period. Students should always remove glasses before standing up or moving around the room.

Most students enjoy the 3D experience and benefit from it. Research has shown that 3D educational materials are more engaging and more effective.

22 Most students enjoy the 3D experience and benefit from it. Research has shown that 3D educational materials are more engaging and more effective. Students feel that the experience is more immersive, and educators report that the learning objectives are more efficiently and productively achieved. But educators also have a duty to care for their students well-being - and need to be aware of the vision health issues associated with 3D viewing. Those issues can be influenced by three separate factors: Poorly made 3D products can cause fatigue and eye strain. Varying brightness and contrast levels, excessive and rapid use of the 3D effect, and insufficient control of objects appearing at the edge of the screen can all be tiring and produce discomfort. Ensure that the teaching materials you use have been professionally produced. Poorly set up or inadequately maintained projection systems (including the glasses) and/or non-optimal viewing environments can adversely affect the 3D experience and create fatigue and other symptoms. Students will differ in their abilities to achieve stereopsis and educators should be aware of these differences, their causes and the possible remedies.

The ability of 3D to excite, engage and immerse the viewer in previously inaccessible locations makes it an ideal tool for our nation s classrooms.

imagination. No wonder they love it as much as I do.

The emerging use of 3D in the Classroom is a perfect example of those core values coming together to provide a learning experience that is not only exciting and immersive, but which is also more

24 The ability of 3D to excite, engage and immerse the viewer in previously inaccessible locations makes it an ideal tool for our nation s classrooms. From cellular biology to global geography to ancient history to intergalactic astrophysics, 3D can transport students beyond the boundaries of space and time - and beyond the boundaries of their imagination. No wonder they love it as much as I do. JAMES CAMERON Director, Avatar Discovery has always been about satisfying our natural curiosities in ways that are technologically innovative and creatively challenging. The emerging use of 3D in the Classroom is a perfect example of those core values coming together to provide a learning experience that is not only exciting and immersive, but which is also more effective than the conventional methods of teaching. I almost wish I was back at school... JOHN HENDRICKS Founder and Chairman Discovery Communications It is very exciting to see 3D move into the classroom, where this extraordinary visual technology can now make the learning experience like the film-going experience before it much richer and more powerful. Effective education is all about taking students to a greater understanding of their world, and I believe 3D is an incredible tool to help make this happen. JEFFREY KATZENBERG CEO. DreamWorks Animations

25 HELPING CHILDREN SEE WELL, LEARN WELL for more information, please go to

27 3D Viewing as an Assessment Factor Tool SYMPTOM CHECKLIST Lack of or Diminished Depth Perception and/or Dizziness Discomfort Double Vision Eye Fatigue Blurred Vision Headache Lower Rates of False Negatives Compared to 27% sensitivity of standard eye chart

31 FSC Logo

33 FSC Logo

CSC Stereography Course I. What is Stereoscopic Photography?... 3 A. Binocular Vision Depth perception due to stereopsis

CSC Stereography Course I. What is Stereoscopic Photography?... 3 A. Binocular Vision Depth perception due to stereopsis CSC Stereography Course 101... 3 I. What is Stereoscopic Photography?... 3 A. Binocular Vision... 3 1. Depth perception due to stereopsis... 3 2. Concept was understood hundreds of years ago... 3 3. Stereo